Reflection is nowadays often used as a learning tool in preschool. In order to learn more about reflection as a tool, more research is needed. The first purpose of my study is to show what reflection is and why it is important for children’s learning. Another purpose is to investigate how educators use reflection in preschools in Sweden. In addition, this study aims to find out which factors affect the quality of reflection. To achieve these aims,  three research questions have been selected: ‘What is the significance of reflection for children and educators and how does it affect the children's learning?’, ‘How do educators use reflection with the children?’ and ‘Which factors have an influence on reflection as a tool?’. The method used in this study is tree observations and nine interviews. These were analyzed to produce the results. The theoretical framework used is Vygotsky's socio-cultural learning theory and the study focuses on two central concepts, namely scaffolding and cultural tools. The results show that children's and educator's reflection is of great importance to children's learning. In addition, they indicate that the teachers work differently to reflect with the children. They use reflection when children gather as a group, with open questions, when doing small group work and with digital tools. The results also show that if the learning environment is inappropriate, reflection cannot be used. An additional result is that a deep reflection is time-consuming and therefore requires a sufficient amount of educators. Finally, the educators own will and understanding play a major role in the effectiveness of reflection as a tool.

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A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017 / There is universal concern with regard to learners’ low reading levels (Klapwijk & Pretorius, 2016). Reading is one of the fundamental skills that learners need to master in their early school years of formal schooling in South Africa. Educators are expected to lay a good foundation of reading skills for the learners at this phase so as to build a strong learning foundation (DoE, 2011). Poor or incorrect teaching methods during these years may have an adverse effect on a learners’ schooling career. Teaching reading is a complex process in the classroom as educators are faced with challenges, which may result negatively in the learner’s capacity to understand and comprehend. Literature indicates that a large number of learners who cannot read and understand the text are mostly in the foundation phase. Thus, it was vital for the researcher to embark on this study. The aim of the study was to explore the phenomenon of the challenges educators experience in teaching reading in the foundation phase in Clare Estate Durban. The objectives of the study were: to explore some of the challenges foundation phase educators experience in teaching reading skills to learners; to determine the approaches that are used by educators to teach reading and lastly to explore some of the strategies that can be used to improve learners’ reading skills. This study employed a qualitative research methodology; a case study research design was used to gain an in-depth understanding of educators’ experiences in the teaching of reading. Information was derived by the use of focus group interviews. The study sample comprised of thirteen foundation phase educators. The findings revealed that some of the challenges that educators faced in teaching reading skills to learners in the foundation phase were as follows: language barrier, large class size, lack of parental involvement and the use of phonic and look and say approaches, which do not necessarily benefit all learners in class. The study explores strategies that could be used to improve reading in the foundation phase as well as the findings and recommendations towards minimising the challenges faced by educators teaching reading in the foundation phase.

Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Philosophy of Education at the University of Zululand, 1996. / This research was mainly informed by the role and significance of mutual trust between the educator and the educand in senior secondary schools in particular. These schools were selected on the basis of the fact that more often than not they are disturbed. There are instances where classes are suspended. There are times where the culture of learning is seen to be totally absent. In some cases there is tension and confrontation between educators and educands. Sometimes schools grind to a total halt. In the process educators blame educands or vice versa. This then motivated the current researcher to hypothesize that there is inadequate realisation of mutual trust between the educator and the educand in some selected schools. To delimit the study certain schools in Maphumulo district were chosen. Chapter 9 One dealt with the statement of the problem. Chapter Two and Three dealt with literature preview, that is, the literary base to the study. Chapter four explained the procedure that was followed in conducting this study. Chapter five dealt with the analysis and interpretation of data. Finally Chapter six dealt with conclusions, findings and recommendations. Among the findings the following can be cited. * There is inadequate realisation of mutual trust between the educator and the educand in Maphumulo district. * Channels of communication between educators and educands are not well opened in Maphumulo district. * Freedom with responsibility is not well taught in Maphumulo district. * Tension, and confrontation between the educator that occurs to a certain extent minimises chances of mutual trust between the educator and the educand. * Where educands are not included in decision-making processes problems of mutual trust abound. In short if teachers do not involve pupils in decision-making there will be misunderstanding. * The question of mutual trust does not only involve teachers and pupils but it also embodies the parent community. On the basis of the findings the following are some of the recommendations the researcher made. * Channels of communication between educator and educands have to be opened. * Teachers, parents and pupils have to be thoroughly educated about the significance of mutual trust. * Activities that combine parents, teachers and pupils are undoubtedly essential and the importance of parent-teacher-pupil associations cannot be overemphasized. * Educands should be involved in decision-making processes of the school as this will make them feel that they are accepted and loved. This is the base on which trust is built. * Any discipline that is administered by parents and teachers should be dispensed with friendliness and love. * Whilst teachers and parents are firm thy must also be friendly. * Pupils have to be given a chance of doing some tasks independently and with minimum interference of parents for this sometimes makes them responsible in taking decisions.

Submitted in fulfillment of the requirement for the degree of MASTER OF EDUCATION in the Dcpartment of Educational Psychology of the FACULTY OF EDUCATION of the University of Zululand, 2003. / This study involves an investigation into the effect of changes in society on the pedagogic relationship of trust. An attempt was made to look at these changes in general and how they have affected the learner-educator relationship of trust The literature study has revealed that educators have problems in adjusting to the introduction of the human rights culture in the classroom, as part of a broader political change whilst maintaining their authoritative guidance. These changes include internal factors like the family, divorce and separation, single parenting, family violence, women empowerment child abuse, polygamy, extended family and peer pressure. There are also external factors like parents' social class. political change, economic change, technological change, demographic change and the change in value systems and future perspective mat were explored. In order to gain insight into the impact of changes in society on the pedagogic relationship of trust, a literature study on inter alia the three relationship structures was undertaken. The investigation was aided by an empirical study comprising a structured questionnaire completed by educators in Umlazi and Umbumbulu districts. The study has confirmed that die relationship of trust is affected by changes in society. The study has also revealed that most of the experienced educators have since left die education system through voluntary severance packages. Both the literature study and the empirical survey have revealed that educators have misunderstood the learner's freedom of expression in class as a threat to their authority. The study has also shown mat mere is a need by educators to accept change and democracy before they deal with learners from a highly politicised society. It has also been revealed mat the present economic policy and redistribution of wealth have felled to provide employment opportunities and as such, the crime rate has increased. The impoverished society is therefore not taking care of learners" needs from home. by instilling the right values and morals, hence the increased rate of rape and sexual abuse of learners. In conclusion, a summary was presented and based on the findings of this study. The following are some recommendations that are made: > Parents, members of the Governing Body, principals, staff, management teams, learner representative councils and Student Christian Organizations should use democratic values and principles to implement policies and procedures. The vision and mission of the school should be clearly known to ail stakeholders. Information should circulate freely amongst all involved. > Educators should strive to interact with learners in a manner that values and respect for human rights emulate from interaction. > Educators should conduct regular searches with observing the dignity of fee learner, identifying learners in possession of a firearm, drugs or harmful substances, stolen property or pornographic material.

This project study addressed the lack of formal preparation encountered by novice nurse educators within a nursing program located in the southeastern region of North Carolina. This problem is significant at both the local and national levels because expert clinicians are needed to fill nurse educator vacancies that have led to qualified students being denied admission to nursing programs. A qualitative case study research design was employed to explore the perceptions of novice nurse educators in one nursing program transitioning from clinical nursing practice to the nurse educator role. The theoretical framework to guide this study was Benner's novice to expert model that outlines the journey of how novice nurse educators transition into an educator role. Guiding research questions focused on understanding the motives, challenges, positives experiences, and perceptions of support that novice nurse educators encountered during transition from clinical practice to academia. Purposeful sampling was used to recruit 7 novice nurse educators within an associate degree nursing program. Data collection included interviews with novice nurse educators, review of a 2012 self-study report, and demographic characteristics of participants. Interviews were transcribed verbatim, coded, and analyzed to identify themes. Five themes were identified: (a) work is always with you, (b) teaching in the dark, (c) making a difference, (d) a shoulder to lean on, and (e) more structure/mentoring. Findings indicated the need for a mentorship/orientation program, which was developed to assist in role transition for novice nurse educators. Implications could contribute to a positive social change by helping clinicians to transition effectively to meet society's need for qualified nurse educators.

Thesis advisor: Vincent Cho / This individual case study is part of a larger group study examining how principals benefit from and shape professional capital to improve schools. A pressing demand on principals is not only hiring more educators of color, but also ensuring they are retaining them. Previous research tends to focus on the strategies and tools that will lead educators of color to enter the profession; however, educators of color are leaving at higher rates than their White counterparts. Using data comprised of interviews of seven educators of color and eight principals from a large, urban school district in Massachusetts, this qualitative case study explores the leadership strategies, if any, principals use to promote the retention of their educators of color in the Elody School District and why these educators of color remain in the district. My analyses, framed through a critical race theory lens, focus on the shared experiences of these educators who come from different buildings within their district. My findings are split into sections, in accordance with my research questions. First, the principals interviewed believed they employed specific strategies to retain their educators of color. These strategies included acknowledging race, breaking down racist structures that prevent their educators of color from advancing, and amplifying the voices of their educators of color ensuring, regardless of their role, they have a voice, are heard, and are supported within their staffs that consist of a majority White educators. Second, these educators of color stayed because they believed it was important their students saw educators who looked like them. They also stayed because they believed their principals valued their knowledge and experience. Centering voices that are generally understudied, this inquiry adds to the growing body of knowledge that leads to retaining educators of color. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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Nurse educators play a crucial role in the nursing profession, as they are concerned with the important task of preparing responsible, efficient, competent and knowledgeable nurses; and also with the task of strengthening nurses as independent and critical thinkers not just for now, but for the future. Within the South African educational environment, and more specifically, a nursing college in the province of KwaZulu-Natal, the roles expected of nurse educators are numerous, and in some cases part from the facilitation of learning in the college and the clinical area, they are also expected to teach subjects outside of their areas of expertise. Although the provincial nursing college, as the context for this study, provides unique and challenging opportunities for theoretical and clinical teaching and learning, the environment and the relationship between the stakeholders seems to be questionable, and needs improvement from all stakeholders to be more conducive for learning. The aim of this study was to explore and describe the perceived roles of nurse educators in the context of a provincial nursing college. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of focus-group discussions, with samples selected from two populations of stakeholders with first-hand experience of the expected roles of nurse educators. The first participating group consisted of seven nurse educators, and the second participating group consisted of twelve nursing students. The focus of the focus group discussions was based on the participants’ ‟experience of how they perceived the current role of nurse educators” in a provincial nursing college in the KwaZulu-Natal province. The findings of the research resulted in five (5) main and seventeen (17) sub-themes from the participating nurse educators, and four (4) main and eleven (11) sub-themes from the participating nursing students. The participants in this study perceived the current roles of the nurse educators within the provincial nursing college as those of mentor, support-giver, teacher and facilitator, collaborator and scholar. The nurse educators also viewed their current roles as including managerial and administrative tasks. These findings were integrated with relevant national and international literature to culminate in conclusions, limitations and recommendations of the study. The concluding statements served as a basis for the recommendations to nurse educators, nursing education, nursing education management and nursing research. These recommendations include the advice that nursing education within the provincial nursing college should be viewed and treated as a scholarly activity. Cooperation, teamwork and collaboration also came to the forefront as essential for the sustainability of nursing education within the provincial nursing college context. Role conflicts also came out as an integrated and essential part of understanding and developing the current role expectations of the nurse educator in the provincial nursing college context. / MCur, North-West University, Potchefstroom Campus, 2015

Nurse educators play a crucial role in the nursing profession, as they are concerned with the important task of preparing responsible, efficient, competent and knowledgeable nurses; and also with the task of strengthening nurses as independent and critical thinkers not just for now, but for the future. Within the South African educational environment, and more specifically, a nursing college in the province of KwaZulu-Natal, the roles expected of nurse educators are numerous, and in some cases part from the facilitation of learning in the college and the clinical area, they are also expected to teach subjects outside of their areas of expertise. Although the provincial nursing college, as the context for this study, provides unique and challenging opportunities for theoretical and clinical teaching and learning, the environment and the relationship between the stakeholders seems to be questionable, and needs improvement from all stakeholders to be more conducive for learning. The aim of this study was to explore and describe the perceived roles of nurse educators in the context of a provincial nursing college. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of focus-group discussions, with samples selected from two populations of stakeholders with first-hand experience of the expected roles of nurse educators. The first participating group consisted of seven nurse educators, and the second participating group consisted of twelve nursing students. The focus of the focus group discussions was based on the participants’ ‟experience of how they perceived the current role of nurse educators” in a provincial nursing college in the KwaZulu-Natal province. The findings of the research resulted in five (5) main and seventeen (17) sub-themes from the participating nurse educators, and four (4) main and eleven (11) sub-themes from the participating nursing students. The participants in this study perceived the current roles of the nurse educators within the provincial nursing college as those of mentor, support-giver, teacher and facilitator, collaborator and scholar. The nurse educators also viewed their current roles as including managerial and administrative tasks. These findings were integrated with relevant national and international literature to culminate in conclusions, limitations and recommendations of the study. The concluding statements served as a basis for the recommendations to nurse educators, nursing education, nursing education management and nursing research. These recommendations include the advice that nursing education within the provincial nursing college should be viewed and treated as a scholarly activity. Cooperation, teamwork and collaboration also came to the forefront as essential for the sustainability of nursing education within the provincial nursing college context. Role conflicts also came out as an integrated and essential part of understanding and developing the current role expectations of the nurse educator in the provincial nursing college context. / MCur, North-West University, Potchefstroom Campus, 2015